unit 19: creating events in google …...iecs cards 2. warm-up. 3. exit slip 4. workplace...

Digitability™ - Be Work Ready! © 2018 1

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L10UNIT 10: LESSON 7 GMAIL SIGN INLVL 2 UNIT 19: LESSON 9 SAVE YOUR EVENT

PRINT PREPARATION

1. IECS cards

2. Warm-up.

3. Exit Slip

4. Workplace Connections

5. Trace ‘n’ Learn Cards

6. Vocab Blocks

7. Word Wall Badge

LESSON OVERVIEW

PRINT PREPARATION ONLINE REVIEW

After you have added all of your event information, you need to save the event. Saving the event adds the event to your calendar. To save your event click on the save button. The save button is red and is located here above the title field.

1. Print this lesson’s Dollar Tracker

2. Review sequence of activities in lesson.

3. Learn which supplements you will use.

4. Print/Copy/Laminate materials that fit your student’s needs.

5. Refer to your Level 2 Guide to read about effective practices

1. Sign into Digitability

2. Click LESSONS tab

3.Select Level 2 - Digital Citizen

4. Select Unit 19

5. Select Lesson 9 - Save Your Event

OBJECTIVE

Students will be able to execute the steps to creating an event in Gmail Calendar.

Time: ~30 minutes

UNIT 19: CREATING EVENTS IN GOOGLE CALENDARLESSON 9: SAVE YOUR EVENT

WORKPLACE BEHAVIOR FOCUS FOR THIS UNIT

Using the Dollar Tracker, select two additional behaviors that you will target throughout the course of this unit. Always include participation/contribution in addition to the two new behaviors.

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WARM UP

1. “For a participation dollar, who can recall what you would do if you want someone to go to an event with you?”

Use positive narration to reinforce students following directions. “I see Marcus is following directions and already has two contacts listed. I see Vincent has one contact and included their name, email and phone. Nice work following directions and staying on task.”

Answer: You can invite them to the event.

Pro tip Build confidence in your students: Identify students who have not earned money and focus on engaging them. Use differentiation tools if reluctant to participate. Ie. Have them point or write down their answers. EVERY student should be earning money.

LESSON PLAN

DIFFERENTIATION

On-topic verbal response shared response

Uses Yes or No Image Exchange Card [19.IEC.Y/N] for rephrased question.

Points to Yes or No Image Exchange Card [19.IEC.Y/N] for rephrased question.

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2. Distribute 19.IEC.Y/N to students. See DIFFERENTIATION for this activity to identify supplements needed for your students.

Take answers from at least 4 students. Award at least four participation dollars.

ACCESSING PRIOR KNOWLEDGE


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GUIDED WATCHING

Call out earnings to the class, “[Student] has earned x dollars... for participating. [Student] has earned x dollars for participating and sharing. [Student] has earned x dollars...”

[NAME] + [BEHAVIOR] + [CONSEQUENCE] + [REPLACEMENT BEHAVIOR/REINFORCEMENT]

3. Give immediate feedback to each student (see below). Record Workplace Behavior earnings and/or spending on the Dollar Earnings Tracker. [19.DollarTracker]

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Pro tip: When students exhibit problematic behavior, such as perseveration that keeps them off-task, but correct the behavior after a prompt or verbal cue, IMMEDIATELY provide positive reinforcement, ie. “Nice work following directions, [student]. You earned a following directions dollar.”

Yes, Marcus. [Student gives answer; Teacher repeats answer] “A contact is someone you may reach out to. Nice job participating and earning a dollar. Anyone else want to share one of their answers for a participation dollar?”

[Student is called on, but responds with a problematic behavior, such as perseveration/obsession of a different topic that does not relate content]. Marcus, that is off-topic. Off-topic comments cost a $1. “We’re talking about what we think a contact is. Raise your hand to share what you think a contact for a participation dollar. “

PARTICIPATION OFF TASK

1. “For a participation dollar, who can tell me the name of our next badge?”

2. Distribute 19.BADGE to students. See DIFFERENTIATION for this activity to identify supplements needed for your students.

Verbal Response

Writes down badge

Uses Badge Board [19.BADGE] for this Unit.

DIFFERENTIATION

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3. Bring attention to screen, “Let’s watch this lesson. I know that [student’s name] is actively watching because he has his eyes on the screen and he is actively listening by giving a thumbs up when he hears the words save”

4. Ask students to give a thumbs up every time they hear and/or see the Save in the video

5. Play video.

Puts thumbs up

Uses Thumbs Image Exchange Card [19.IEC.THUMB]

Holds up or points to Thumbs Image Exchange Card [19.IEC.THUMB]

DIFFERENTIATION

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6. Distribute 19.IEC.THUMB to students. See DIFFERENTIATION for this activity to identify supplements needed for your students.

Pro tip Remember Rule #3: Avoid a power struggle to stay focused on instruction. We are helping students learn to self-regulate. Therefore it is important to give students time to opt, or identify their replacement behavior. If a student is not following directions, you have give them one minute (60 seconds) before taking additional dollars.



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[Student is called on, but responds with a problematic behavior, such as perseveration/obsession of a different topic that does not relate content]. Marcus, that is off-topic. Off-topic comments cost a $1. “We’re talking about what we think a contact is. Raise your hand to share what you think a contact for a participation dollar. “



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Pro tip: Use content domain to develop expressive communication. If a student gives a one-word answer or a fragment. Require a complete sentence before awarding the $1. Then, use positive narration to reinforce the student’s expressive communication.

“I love how you used a complete sentence for your answer. Nice job earning a dollar!”

“Yes, Nice job participating, [student]! You earned a participation dollar.”

1. “For a participation dollar, who can tell me what we learned about an event in today’s video?”

Answer: Saving the event.

2. “For a participation dollar, who can tell me what you must do to save an event?”

Answer: Click the save button.

3. “For a participation dollar, who can tell me what color the save button is?”

Answer: Red.

4. “For a participation dollar, who can tell me what may happen if you do not save an event?”

Answer: It will not appear on your Google Calendar.

INFORMAL ASSESSMENT

DIFFERENTIATION

On-topic verbal response shared response

Uses Yes or No Image Exchange Card [19.IEC.Y/N] for rephrased question.

Points to Yes or No Image Exchange Card [19.IEC.Y/N] for rephrased question.

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5. Distribute 19.IEC.Y/N to students. See DIFFERENTIATION for this activity to identify supplements needed for your students.


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1. Ask the class, “Who would like to unlock the Save your Event Badge for $1?”

Click Activity Button to Play Activity Video

2. Student discusses with class to choose the correct answer. a. If student chooses correct answer, have student or whole class dance. b. If student chooses incorrect answer, repeat Step 2 until student unlocks the badge.

PLAY ACTIVITY VIDEO

Call out earnings to the class, “[Student] has earned x dollars... for participating. [Student] has earned x dollars for participating and sharing. [Student] has earned x dollars...”



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[Student is called on, but responds with a problematic behavior, such as perseveration/obsession of a different topic that does not relate content]. “Marcus, that is off-topic. Off-topic comments cost a $1. We’re talking about what we think a contact is. Raise your hand to share what you think a contact for a participation dollar.”

PARTICIPATION OFF-TOPIC

3. Distribute lesson badge cut out 19.9.5. Students that unlocked the badge will place the Save Your Event print out on the classroom’s word wall. See DIFFERENTIATION for this activity to identify supplements needed for your students.

Pro tip: Increase the dollar amount for shy students or to increase motivation.


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ASSESSMENT/EXIT TICKET

1. Distribute 19.9.6 Save Your Event Exit Ticket to students. See DIFFERENTIATION for this activity to identify supplements needed for your students.

Student will use verbal prompting to unlock the badge with the class.

Student will use verbal prompting and hand signals to unlock the badge with the class.

Student will use hand signals, pointing, prompting levels or adult/Tier 1 partner support to unlock the badge with the class.

DIFFERENTIATION

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“Marcus + you answered correctly! You earned a dollar! Nice job!”

“Marcus + you interrupted. Interruptions cost $1. Next time, raise your hand and wait to be called on to earn a $1.”

PARTICIPATION INTERRUPTIONS



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Using Tier 2 Save Your Event Exit Ticket [19.9.6.2], students complete Vocab block about using email, or Trace ‘n’ Learn card [19.9.6.3].

Using Tier 3 Save Your Event Exit Ticket [19.9.6.3], students complete Trace and Learn.

Using Tier 1 Save Your Event Exit Ticket [19.9.6.1], Students color the save button blue, as it appears in the event window.

DIFFERENTIATION


“Nice job, participating, Marcus. You earned a participation dollar. Let’s hear more about your work.”

“Marcus, you’re off-task. Being off-task cost a dollar. Look at the screen and listen carefully to earn dollars for following direction/participating. Marcus, you’re off-task. For every minute that you are not participating, it will cost a $1. Look at the screen and listen carefully to earn dollars for following direction/participating.”



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1. Read off Dollar Earnings Tracker and announce how many dollars each student earned during the lesson.

2. Students will fill in their dollar earnings from the lesson using their My Digitability Earnings sheet. Have students staple this sheet into their notebooks so they can use it for the entire unit.

3. If time permits, you can either have students log into their student accounts for independent practice or continue on to the next lesson plan.

4. Ask students what they will do with their money. Spend it or save it?

IMMEDIATE FEEDBACK/NEXT STEPS

Login independently using password cards.

Login independently using password card with the help from a Tier 1 partner for any required troubleshooting.

Teacher or Tier 1 assistance to help student login using their password card.

DIFFERENTIATION

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Participation/Contributing

Off Task

Sharing/Helping/Collaborating

Off-Topic/ Inappropriate Comment

Greeting a Guest

Disrespect/Teasing

Following Directions/ Staying on Task

Complaining/Whining

Encouraging/Complementing

Arguing

Interrupting

UMAPA

NameBehaviors

Successful

Problematic

SamEX:

LVL 2 UNIT 19: LESSON 9 SAVE YOUR EVENT

Dollar Tracker19.Dollar tracker


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Digitability™ - Digital Life Skills for Workforce Inclusion. © 2017

Yes No

YES OR NO IMAGE EXCHANGE CARD19.IEC.Y/N


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THUMBS IMAGE EXCHANGE CARD19.IEC.THUMB


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L10 BADGE BOARD19.BADGE

LVL 2 UNIT 19: LESSON 9 SAVE YOUR EVENT


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After you have added all of your event information, you need to

save the event. Saving the event adds the event to your calendar.

WORD WALL PRINTOUT19.9.5


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Directions: Look at the create an event window. Color the save button blue, as it appears in the event window.

SAVE

T119.9.6.1

SAVE YOUR EVENT EXIT TICKET CREATE AN EVENT ACTIVITY


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Name:Date:

Save Your Event

Define Sentence

Examples Draw

T2 SAVE YOUR EVENT EXIT TICKET VOCAB BLOCKS19.9.6.2


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Save You r Even t

A f t e r you have added a l l o f you r even t i n f o rma t i o n , you need t o save

t he even t . Sav i ng t he even t adds t he even t

t o you r ca l e nda r .

T319.9.6.3

SAVE YOUR EVENT EXIT TICKET TRACE ‘N’ LEARN CARDS


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To access your google calendar click on the ___________________ link.

(calendar, delete)

After you have ____________________ all of your event information, you

(added, subtracted)

need to _______________ the event. Saving the event adds the event to

(delete, save)

your ________________. To save your event click on the _________________

(calendar, mail) (save, create)

button. The save button is red and is located here above the title field.

Write in the best answer the blank space to complete the sentence.

READING MAZE19.9


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Directions: You created an event for a meeting that you are having at work. You didn’t save the event. What happens to the event? What should you do?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WORKPLACE CONNECTIONS19.9.WC.1


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Directions: You created an event for a meeting that you are having at work. Circle what you would click to save the event?


Progress Meeting

A meeting with Lidia about what the month progress looked like, what we did well and what we can change to improve over the next month.

2387 Hardford Ave


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Directions: You created an event for a meeting that you are having at work. Point to what you would click to save the event?


Progress Meeting

A meeting with Lidia about what the month progress looked like, what we did well and what we can change to improve over the next month.

2387 Hardford Ave

unit 19: creating events in google …...iecs cards 2. warm-up. 3. exit slip 4. workplace...

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